My School Schedule Reflection

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

Some schools in the United States have been switching to a year round school calendar instead of the traditional school calendar. How would children in the USA feel if their school year became year round? The year round schedule dictates schools use a 45-15 schedule in which every 45 days students get a 15 day break including weekends. Unlike the traditional calendar, which includes 60 days of summer break, holidays and weekends. Students and parents won't be able to do activities or vacation together using the year round schedule. The traditional school calendar is better than the year round school schedule.

On TC1MAT412 (teaching and learning mathematic 2 ) , for the second and final project we were require to design four lesson plan from one unit of a chosen cycle one math book , each member should work on one lesson , and design a lesson plan for it that contain instructional objectives ,strategies , activities ,assessment , and homework . And as a group we need to write introduction, conclusion, and reflection and design PowerPoint presentation for this project.

Typically, people enjoy receiving an extra hour of sleep, even an extra five minutes of sleep. Teens are just one group of people who enjoy sleep. Unfortunately, teens are unable to obtain the correct number of hours per night. Later school start times would be beneficial because the schools would see an impact on attendance, increased school performance, and based on several studies, students would receive the recommended amount of sleep. The psychological effects would greatly outweigh the negative effects caused by an early start time. Benefits of a later start time include, better health, improved grades and teens reaching the recommended amount of sleep per night. Downfalls of starting school later would be transportation issues, coddling

Educational debates are a widespread in today’s society. Currently, one of the largest debates in education is the debate of whether schools should stay with the traditional school calendar or change to a year-round calendar. The main focus of the debate is centered around the idea that using the year-round calendar will provide kids with a more consistent learning schedule, which in turn creates better grades within the school and cuts back on summer learning loss. Year-round calendar and traditional calendar are far different. Traditional school calendar provides ten weeks of summer break and year-round calendar provides a shorter summer break but more frequent breaks throughout the year. The frequent breaks provide families the

The teacher will prompt the students with questions. For example, if the students do not know where to begin, the teacher may ask: “What do we do first? We have to underline all the important information in the problem that we need to solve it” - the students will then point out all of the important information for the teacher to underline (i.e. “43-page book”, “first day - 14 pages”, etc.) As with the problem modeled by the teacher, the students will first decide how to demonstrate the problem using counters. As the teacher places and counts the counters on the overhead projector, students can use their own counters to try and solve the problem on their desks. Afterwards, the teacher will help the students make an equation for the problem based on the actions they performed with the counters.

The first session will be forty three days on with thirteen days off. The second will be forty five days on with eleven days off. The third will be forty nine days on with nine days off. The fourth will be forty three days with thirteen days off. Every four years there will be a longer break using the extra 56 days not used during the past years. This lets kids experience both types of schooling. During the school years kids, teachers, and staff will be interviewed on their opinion of the scheduling that year. Kids will be tested on intelligence while teachers will be tested on the convenience of when they taught. If their lessons were easier or harder during what part of the year and each year. The information can be analyzed to determine which type of schooling is the most effective.

Imagine: a world where a biological necessity is not seen as a priority, and adolescent’s educations are suffering. This is how schools’ think about sleep.What all human beings need to survive is being put on the back burner by most schools in America- sleep(11a). It has been proven through the process of scientific research that sleep is necessary on the same level as food or activity. Unfortunately, sleep deprivation is a chronic health problem that many youths suffer from today. Teens are naturally predisposed to go to sleep around 11 pm, but are forced to wake up around 6:15, not allowing any time for adequate sleep (“Backgrounder: Later school start Times” 1). Irregular sleep patterns during teenage years can cause long-term

Are you up too late finishing homework, or playing video games late at night? Having a later school start can help students be energetic, safe, and improve in school work. Teenagers nowadays need more sleep than they use to need when they were younger. For these reasons schools should implement a later start time.

Traditional schools are out performing year-round schools in student’s achievement. Year-round schools ended in 2011, in Salt Lake City, Utah because data showed that local traditional calendar schools had better test scores. Should students have school all year round? In United States and Canada, traditional school calendar for most schools has remained in position. (Chen, Grace). Most students, parents, and businesses are accustomed to the traditional calendar school year.

School start times should be later in order to help the millions of students who don't get enough sleep. Though most people have been told sleep is important, most do not know how truly important it is. People who have inadequate sleep can have short/long term memory loss, paranoia and many symptoms. Mostly mental problems from taking unnecessary risks to failing a math problem. But people who get 9-10 hours can avoid serious health problems such as depression, insomnia and suicide. Just by getting a little extra sleep.

87% of high school students get less than the recommended 8-10 hours of sleep (Richter). Over the past few years, the amount of time students spend on homework has gone up , some up to 4 hours on it. While the recommended amount is still at 2. While taking away homework could be a possibility, students can still get benefits out of doing it. What many sleep experts recommend doing, is starting school later. Some of the advantages of later school starting times are that teens get more sleep, perform better academically, and are mentally healthier.

This artifact addresses the standards of content/subject matter, diverse learners, instructional strategies, and methods of teaching in several different ways. The artifact deals with the content of 8th grade math, in this particular artifact it deals with slope, proportionality, and slope intercept form. With using these concepts, I used a variety of strategies including creative thinking and problem solving to make questions. I was also able to create opportunities for diverse learners in this lesson with the strategies and methods of the 8th grade math content. When creating this lesson it was not my goal to interconnect these four standards, it was after reflecting on the lesson that I observed I connected these four standards in my lesson

Progress is the key element of the math PLC at Mary B. Neal Elementary. The progress will provide vital information to the PLC and administration of the school. Concerning the progress and how it will be monitored, the members will create a monitor sheet. Bi-weekly, the team will meet to review the data of the math classes. During these meetings, members will analyze the progress of all students and see where the misconceptions are within the student data. The PLC will also monitor and assess how often staff members are using a guided math approach to math instruction. With peer observations, the members of the PLC will be able to determine which staff members are effectively using guided math and which need more assistance. Currently, Mary

This article described the how a group of educators came together to introduce problem solving to third-grade students throughout the year as a means to teach other concepts instead of just teaching this concept when it was reached in the textbook. The educators were in groups of three with a mathematical consultant. During the course of this project the educators met with the mathematical consultant every four weeks to discuss how students responses and their presentations. During these meeting the educators would often make adjustment to better fit the students. The article contained subsections about the special spark, the before, during, and after of the problem